music in sociology

In sociology, music has a power unlike anything else. 84% of music is in film              (Australian Bureau of Statistics [ABS], 2011,Australia Music Association [AMA], 2010 Report), this issue in societies around the world.   It is present in all cultures and societies, through happiness and hardship.  Music crosses all boundaries and unites every one of every walk in life and nationality, culture, non like the workers.  It is about growth, change and making creative choices to better ourselves, our families and our communities and 85% (ABS) of each person’s life.  It is about self-empowerment. It about knowing when to let go, learning how to relax and breathe, reorganise, and accepting limitations. We blend psychological, music principles to provide concise and simple guidelines to assist us to deal with daily concerns, while raising awareness to assist us in conscious and exercising creativity.  In as beneficial for  easing the wearisomeness of labour, a clear illustration of this is the scene from Walt Disney (1937) movie Snow White and the Seven Dwarf’ which the song empathises, Whistle While Your Work.  Now in medical health music has been also use in healing the mind of people and children. (American Journal of Public Health [AJPH], 2005).

All major changes take place in sociology throughout the world, as well as Australia.  There is one thing that all cultures have in common that is music. Music is non-threatening and allows for successful participations by individuals, groups and cultures with varying abilities levels, music activities plays a managing role in managing mood, influencing choices and changing attitudes; dieses behaviours which are strongly influenced all social structures, though out history.  Research indicates that music can be actively used to manage mood states or manage levels of arousal (Magee & Davidson, 2002; Pelletier, 2004).  Music activities can be used to teach social and leisure skills simultaneously and also while doing so can improve an individual’s esthetical quality of life (Humpal, 1991).

Musical experiences have shown to:  1) teach behaviours; 2) structure interaction;  3) stimulate expression;  4) facilitate expression;  5) develop skills;  6) social play;  7) develop bonds and cohesions; and  8) improve task behaviours (Eidson, 1989; Gunsberg, 1988; Humpal, 1991).  Music has been used effectively to focus attention, structure and/or reinforce learning, increase awareness, facilitate non-musical learning and promote social interaction (Cook, Gresham, Barreras, Thornton & Crews, 2008; Kolb & Hanley-Maxwell, 2003).  According to Gresham and Elliot (1993), music also influences social skills training in observation learning, operant learning and classical learning.  Payton et al. (2008) found that children involved in social skills training programs showed improvement in social emotional skills, attitudes about self and others, connection to school, positive social behaviours and academic performance as well as a reduction in conduct problems and emotional stress.

To conclude, music has long term ability in uniting force among workers, cities, states, countries and nations. Music While You Work probably minimized the occurrence of accidents by improving alertness and team interaction (Reynolds, 1945).  Music improves team spirit and provides enjoyable diversion as well as expressing true feelings of communities as well as celebration of social communities throughout the world. Many associations evolved to encourage and coordinate activities in music among workers and shopping centres, churches, nations, also in hazard awareness in occupations have been promoted through music. Also music has been defined as a process through which we recognise and manage emotions, establish relationships which are healthy, set goals, ethically and responsibly behave and social, emotional in learning area.  Music impacts success in academic, family and peer relationships, employment and extra-curricular / activities in leisure and also in healing (AJPH, 2005)

References

American Journal of Public Health. (2005). (Am J Public Health. 2005;95: 1106-1109. doi:10.2105/AJPH. 2004.042564)

Cook, C. R., Gresham, L. K., Barreras, R. B., Thornton, S., & Crews, S. D. (2008). Socials skills training for secondary students with emotional and/or behavioural disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioural Disorders, 16, 131-144.

Disney, W. (Producer). (1937). Snow White and the seven dwarfs [Motion picture]. United States: Disney Productions.

Eidson, C. E. (1989). The effect of behavioural music therapy on the generalization of interpersonal skills form sessions to the classroom by emotionally handicapped middle school students. Journal of Music Therapy, 26, 206-221.

Gresham, F. M., & Elliot, S. M. (1993). Social skills intervention guide: Systematic approaches to social skills training. Speedway Services in the Schools, 8, 137-158.

Gunsberg, A. (1988). Improvised musical play: A strategy for fostering social play between developmentally delayed and non-delayed preschool children. Journal of Music Therapy, 25, 178-191.

Humpal, M. (1991). The effects of an integrated early childhood music program on social interaction among children with handicaps and their typical peers. Journal of Music Therapy, 28, 161-177.

Kolb, S., & Hanley-Maxwell, C. (2003). Critical social skills for adolescents with high incidence disabilities:. Exceptional Children, 69, 163-179.

Magee, W.L., & Davidson, J.W. (2002). The Effect Of Music Therapy On Mood States In Neurological Patients – A Pilot Study. Journal of Music Therapy, 39(1), 20-29

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., et al. (2008). Findings from three scientific reviews. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.

Pelletier, C. L. (2004). The effect of music on decreasing arousal due to stress: A meta-analysis. Journal of Music Therapy, 41, 192-214.

Reynolds, W. (1945). BBC Yearbook 1945. London, United Kingdom: British Broadcasting Corporation.

Australian Bureau of Statistics

http://agencysearch.australia.gov.au/search/search.cgi?collection=agencies&form=simple&profile=abs&query=entertainment Date 26/02/12

Australian Music Association

            http://www.australianmusic.asn.au/report Date 12/12/10 

 Written by Sonia F Stevens 2010

Dido - Quiet Times (Acoustic)

Dido - End Of Night - April 2013 Live Acoustic Version

Relationships

Sexual Chemistry Matters in Relationships

If you are not attracted to someone, you cannot force it.

If you were attracted to each other but lost the attraction, get rid of what is in the way.

You can get it back.

Certain factors and Qualities Make a Partnership.

· Ability to commit, including one’s ability to be monogamous.

· Graduation from the parents = child bond, enabling spouses to be number one.

· Ability to create emotional intimacy friendship.

· Common interests  hobbies as well as things you like to do individually. Particulary important for older couples in long marriages.

· No unrealistic expectations of being able to change someone.

· Long term love; sex is usually not as passionate as when couples first meet. Men, more than women, often think this must mean the relationship is over. In good relationships both partners know that sex evolves into family.

· Both partners that marriage won’t solve problems such as insecurity and low-self-esteem.

· If the relationship breaks down because of irreconcilable differences, women are more likely to end it. An enlightened man would as well. They would rather be alone than to be alone miserable in a relationship.

Second Marriages

· Have a better chance of succeeding if both parties gained wisdom about what went wrong in the first marriage and know not to repeat.

· Both genders know they must be over protective of their biological children. They know their partner is in love with them, not their children.

· Father’s daughters are not blinded to faults or manipulation from their “little girl” and mothers allow step father’s to discipline within reason, excluding physical or mental abuse –“her”children.

· They know that martial partners must come first, then all others, and each partner gets to be who they are with each other’s children.

· First marriages, money id usually “ours” Second marriages work out an agreement about “ours” or “mine and yours” = what goes into the wills and what goes to the children.

· Mistrust is scar from previous relationships; the non-trusting person knows they might do well with therapy. Relationships cannot breathe without trust.

· If one has been hurt, they know the pain is always a risk in any relationship. Can they survive or not? If the cannot they know they are not yet a candidate for another relationship.

When they are ready, the find a partner, then surrender to the relationship, knowing whatever happens, they’ve done their all and will be OK, no matter what.

That is what I know about relationships. Domination is not one of those which I want in my life.. I require a man to Respect me, proffess his love for me and stand by me, Protect me in public and privately and provide for me.. sometimes spoil me, surprise me and love me for me.

Youth and Innocence

Flash Mob Dance at Central Station Sydney

Flash Mob Central Station Sydney